95. Jurnal Bahasa Lingua Scientia, Vol. 10, No.

DEVELOPING ENGLISH MATERIALS FOR

ISLAMIC EDUCATION STUDENTS of IAIN Kediri

Ima Fitriyah IAIN Kediri ima.fitriyah@yahoo.com

First received: 21 Februari 2018 Final proof received: 05 Juni 2018

Abstract: English for specific academic purposes (ESAP) has grown rapidly in line with the learners’ needs of language especially in communication skills academically. ESAP appears to rebut conventional teaching with merely emphasizing on the language structures instead of the content. In fact, what the learners learn in the classroom should meet their needs in the future professional job. Researching ESAP, the developer attempts to develop instructional materials for Islamic education students intended to troubleshoot the communication problem for undergraduate students in State Islamic Institute of Kediri or IAIN Kediri.This study is aimed to develop ESAP instructional materials with the principles of Contextual Teaching and Learning (CTL) for students of Islamic education of IAIN Kediri.This research and development is carried out in a population of 394 students being in the second semester at IAIN Kediri. A cluster random sampling is chosen as sample. There are 40 students involved in the research out of the 6 classes in the phase of obtaining information, need analysis and try out. The result of need analysis becomes the basis of how the developer composes the instructional materials with CTL principles. All the contents of the materials refer to Islamic education package into 10 units for one semester. The developer needs to ask for judgment of the materials to attain the validity of the materials involving three Ima Fitriyah, Developing English Materials for Islamic Education Students of...96.

experts in ESAP course design, Islamic Education teacher training

and expert of designing the lay out. After the tryout, the necessary revisions is made, the materials are then validated. It can be said that through the entire steps of research and development, the materials are trustworthy and appropriate to apply at Tarbiyah Faculty at IAIN Kediri. Keywords: English for Specific Academic Purposes, Instructional material, Islamic education.

Most work in the teaching of English for specific purposes has

concentrated on development of the essential study skill – listening, reading,speaking and writing. Students in non-English faculty cannot be carelesslygiven unspecific materials. Learning English as its own sake is clearly notpart of the students educational purposes (David, 2000:8) (Helen, 2010:26).Talking about resources for teaching and learning English language, studentsare now provided with huge materials both authentic and constructedmaterials. Moreover digitalization is also affecting ELT resources in the wayit’s connecting learners with the outside world. Students nowadays haveaccess to an incredible amount of English-language material online. But whilethis is clearly beneficial, it can also be a bit overwhelming. Students don’talways know where to go for the most appropriate materials. For teachers, theamount of time needed to find, select and prepare materials can be off-putting. Those situation demand a high commitment from all teachers orinstructors to appropriately choose English resources. Yet, some policies fromgovernment or they who are responsible with curriculum do not realize onthat challenges. Thus, the English teaching and learning process sometimesis not suitable with the growing demand in using English. It is not surprisingwhen the competence of English owned student of non-English departmentis relatively low (Dewi,2010:1). Materials development for teaching of English as a foreign languagehas been witnessing significant changes during the last decades in countrieslike Indonesia. The concerns informed by research on language learning andlearning theories have impacted the methods that in turn have resulted in97. Jurnal Bahasa Lingua Scientia, Vol. 10, No. 1, Juni 2018

change of thinking in materials development. This along with other reasons

which are mostly to achieve uniformity or commonality in the system resultedin making the teacher–learner / teaching-learning activities textbook centric.Instructors expect materials to do all wonders, on the other their needs andwants clash with each other and also with the needs of learners and learning.This creates many dilemmas for instructors and materials developers. Therecent curricular revision undertaken made an attempt to address these issuesand problems by bringing in people from varied contexts to develop materials. Curriculum designer or materials developer takes an important role increating how the teaching and learning process is conducted. There should bea match between the students’ needs and the design itself to meet their needs.The students need what is nowdays called English for Specific Purposes(ESP) and English for Specific Academic Purposes (ESAP) exclusively,that English is not only learn generally about English for its own sake (i.e.grammar, pronunciation) but more about its function in specific purposes orcontents. ESAP has instruction in which English is not taught merely in thelanguage forms, but how to teach English by adapting certain contents inother specified field of study. By using ESAP, students will also study localcontent in learning English. There is a link between what students studyoutside English lesson and what they study in English. Many scholars define English for specific academic purposes (ESAP)after providing quite long elaborations about its concept of student’ needsand English courses. Such inductive conclusion means that the reader knowwhat things are behind ESAP as a branch of English Language Teaching(ELT). Through the experience of teaching in Tunisia, Smoak (2003) definesthat ESAP is a form of English instruction and through the fundamental ofstudent’ actual, immediate needs who must perform real life tasking, by notfocusing on passing the examination or test in the end of the learning. For non-English department student, the existence of the ESAP reallysuits what the student learn and how they apply English in their workplacein the future. Students are taught in the form of ‘another variety’ of English

instead of general English. General English has been learned by the studentsin the previous courses. After they had learned general English as the basisof knowledge, they study ESAP as the next English adjusted through theirfield of study (Basturkmen, 2006:16). Contextual teaching and learning (CTL) is one of the hot topics ineducation today. Contextual teaching and learning engages students insignificant activities that help them connect academic studies to their contextin real-life situations. According to Johnson (2002), CTL is based on thephilosophy that students learn when they see meaning in academic material,and they see meaning in a schoolwork when they can connect new informationwith prior knowledge and their own experience. Here then, there are someprinciples in the CTL approach of instruction. The principles proposed byJohnson and Suyanto (2002) are different in the term but exactly those arebasicly same. “Contextual teaching is teaching that enables learning in which pupils employ their academic understanding and abilities in a variety of - and out of school-contexts to solve simulated or real world problems, both alone and in various dyad and group structures” (Johnson, 2002: 25) There is a sequence of CTL framework which can be implementedin the language learning including the design of the ESAP instructionalmaterials. All the components suit the demand of its concept in whichlanguage is taught based on the contextual situation. Latief (2007) hassynthesized the framework into seven pillars as follows:99. Jurnal Bahasa Lingua Scientia, Vol. 10, No. 1, Juni 2018

Table 1. The Pillars of CTL and its tasking

No Pillar Tasking1 Constructivism Sequencing, student-centered exercises, brainstorming2 Questioning Question, question and answer3 Inquiry Game Puzzle, problem solving4 Modeling Clear instruction and example5 Learning community Think-pair-share, group work, field trip, discussion6 Authentic assessment Demonstration, portfolio, report, problem solving7 Reflection Rounding up, drawing conclusion Communicative competence in ESAP is designed through theimplementation of learners’ centered teaching in the classroom. The notionof learner centered teaching has been shown through Task-Based Teaching asthe core of communicative approach or Communicative Language Teaching(CLT). The essential concept of CLT is engaging the learners in a real-worldcommunication through a series of communicative task the students completeby making equal between fluency and accuracy (Harmer, 2007:69). Thecommunicative tasks the teacher gives can be metaphoric to ‘vehicles’ tobuild the students’ competence in producing more language. The indication of CLT approach exists in ESAP instructional materialsdesign can be seen from several aspects. First, communicative ESAPinstructional materials is obviously included in ESAP instructional materialsdesign to create learning centered classroom activities. CommunicativeESAP instructional materials type is specified into notional-functional ESAPinstructional materials and task-based ESAP textbook materials. As the core of communicative approach, task-based language teaching(TBLT) along with content-based instruction involve learners not only focuson the language forms or the language itself, but also the emphasis on how touse the language communicatively on interaction, conversation, and languageuse (Lightbown and Spada, 1999:92). The faculty of education (Tarbiyah) is one of the faculties in this

institute providing graduates in the circle of Islamic education program.

Islamic education is a brand major under this faculty which is still developingin producing competence graduates in Islamic education. The newcurriculum, KKNI, demands professional outcome of IAIN Kediri. Studentsare demanded to have special competency in each their field, for the rapiddevelopment of any science and knowledge written in English. Students ofIslamic education must have a competence in understanding special text forIslamic education written in English to support their studying. Moreover,the high inquiry of publishing both national and international, the ability towrite and speak in English can not be avoided. Finally all skills in Englishlearning should be mastered by students of Islamic education supported bythe adequate knowledge of related vocabulary and structures. The theoretical aspects of students’ need or the needs analysis are basedon PSA (Present Situation Analysis) and TSA (Target Situation Analysis).Semi-structured interview and document analysis, as the instruments for datacollection, are used for the language needs analysis (Momtazur Rahman etal, 2009). This year, the instructors of English in PAI still use the previousmaterial which is for the English for academic purpose and tend to emphasizemore on language structure rather than the content or communicativecompetence. There is no approach for ESAP in Islamic education, resultin the teaching and learning materials are not correlated to the student’needs on the field they are in. This fact is the main reason why this researchand development is conducted, that is, to propose the appropriate ESAPinstructional material for English course in order to guide the lecturers tomake appropriate instructional material as well. The above scenarios show how important it is to explore and considerneeds before setting up a course of instruction. Needs analysis also playsa role in refining and evaluating ongoing ESP courses. For example in aprevious studies, in coming years the dental registration exam may changeand different types of writing may be required. Clearly, the ESP teacher willneed this information to revise her course (Basturkmen, 2010:25). Based101. Jurnal Bahasa Lingua Scientia, Vol. 10, No. 1, Juni 2018

on the interview with the lecturers and students of PAI at STAIN Kediri, itreveals that the previous teaching of English could not reach the purposes ofthe curriculum because, (1) the materials provided are compiled from manysources without relating to what the students’ need, (2) the reading sectionare mostly for Islamic studies, and (3) there are so many grammar materials.The other problem is that the English materials never been revised for manyyears and need to be developed based on the students need to attract studentsin learning English. In all four cases, the primacy of needs was clearly evident. It was whatthe learners ‘needed’ that determined the features of discourse and the typesof texts that were investigated. It was on the basis of these needs that the ESPcourses were constructed. It was an understanding of what the learners neededthat paved the way for the great majority of the course design decisions. Pursuing a similar line of thought, Hyland (2008:113) has argued thatneeds analysis like other classroom practices involves decisions that arebased on the teachers’ interests, values and beliefs about language, learningand teaching. As argued before in this work, and as seen in the case studies,needs analysis is not an entirely procedural endeavour. It is not just a matterof technicalities but of theoretical perspectives as well. These facts are the main reason why this research and developmentis conducted, that is, to propose the appropriate ESAP instructional materialfor English course with CTL approach in order to provide appropriateinstructional materials as well. The objective of the research is based on the problem that thestudents of Islamic education were given English for general purposes, butnot English for specific purposes. The study is aimed to produce Englishmaterials instructionbased on Contextual teaching and learning (CTL) forthe students of Islamic education programfocused on reading and speakingskills at IAIN Kediri. The final project is the form of the English material for the secondsemester students of Islamic Education department at IAIN Kediri. The

developing material focuses on reading and speaking skills, and the otherskills are developed integratively in the material. It is designed for twelveto fourteen meetings. The output competencies are expected to be Islamicteacher, professional in Islamic education, having coorporation with theinstitution in other countries. Therefore the material is designed to meetthose needs by providing the students basic communication skills related toneeds in the workplace. The product of this study is a set of English material for Islamiceducation students at IAIN Kediri. The product used Contextual teachingand learning ( CTL) approach. It is alsocompleted with appropriate learningactivitiessince the material is developed based on the students need with thetask-based and communicative approach in teaching and learning English.

METHOD To construct a good English for Specific Academic purpose materials,the best design for the study is research and development design. Thisresearch and development is used to find out a specific style in the ESAPtextbook materials. The prime objective of this research is to design ESAPinstructional materials which are appropriate with the needs of the studentsof Islamic Education of IAIN Kediri. The study involves a number of students of Islamic education in thesemester of 1 who takes English 1 course. In IAIN Kediri, there are twoEnglish courses which are compulsorily taken by the students. Englishcourse 1 is for general English and English for Islamic education. Whenthe students take English 2, it should be the time for them to focus on theircontent areas in Islamic education. The number of the students involved forthe subject of this study is 40 students gathered by random sampling from394 students. The 40 students are gathered in one class and involved in theprocess of obtaining information, needs analysis and tryout phase. Besides,the subject specialist teaching in this faculty and alumnae are involved inthe needs analysis of the interview stage.103. Jurnal Bahasa Lingua Scientia, Vol. 10, No. 1, Juni 2018

Model of Development The model of development in this study is based on what Borg and Gall(1986:775-776) beginning with the identification of the problem of learningEnglish encountered by the undergraduate students of Islamic education.Knowing the core problem, the researcher attempts to reveal it by studyingthe theory regarding the problem of learning. Next, needs assessment andneeds analysis are needed to reveal what needs should be met by the students,and then the result of the needs assessment and needs analysis is developedinto a textbook. The result of the textbook is then brought to expert for theirjudgment for revision. Having been revised, the result of the materials istried-out. On this phase, expert comments are welcome for the improvementof the materials.When the materials have been revised, the textbook is readyto use for classrooms. To conduct this research and development, the researcher follows somesteps as the procedure as follows: (1) Identifying the problem encountered bythe students in learning English (2) Reviewing the problem into the theory (3)obtaining information through the needs survey, (4) FGD (Focus on GroupDiscussion) (5) writing manuscript, (6) expert judgment, (7) revision (8)tryouts, (9) revisions, and (10) expert validation.The Instruments The needs survey is done by using some useful instruments of theresearch. The instruments are used to collect the data needed in the researchprocess before the development process, i.e. textbook development, iscarried out. There are some questionnaires used in this research. First questionnairefor obtaining informations of studentsattitude in English, second questionnairefor obtaining the students’ needs in English course. The third questionnaireis for gaining the response of the students on the product. And the last,questionaire is for the expert in giving judgement of the product. The result ofthe first and second questionnaire become the base to construct the textbook.The second instrument is a set of interview for some subjects of the research

intended for the officials in the department such as the subject specialistteaching in this faculty and the alumnae of Islamic education.

FINDINGS AND DISCUSSION

Needs Analysis This research and development was initiated with the research processin which the researcher attempted to reveal what the problems encounteredby the students of Islamic education department in learning English. A set ofquestionnaire has been spread to a random sampling as many as 40 studentsout of 394 students in the departments who are taking English 1 course inthe semester 1. The questionnaire consists of eight questions related withtheir perspectives in English, difficulties in language components and skills,and their awareness of the importance of English for themselves. Throughthe filled questionnaire it is found data as served bellow. The students’s perspective of English was tested through questionnumber 1 in the questionnaire which asks them whether they like English ornot. It is found that 52,5 % students have good perspective in English. Whenthe students like what they are studying, it will lead to the effective teaching-learning process. In acquiring second language, motivation classified intothe student-inner factor mostly determines whether students can effectivelylearn English as a second language. Question number 2, in this case, revealshow motivated they are in learning English for their academic and careerin the future. 75% of all students or 30 students have hight motivation inlearning English. Question 3,4,5 attempt to reveal what the difficulties they face inlearning English in two aspects: skills and components. This is an essentialpart since the developer can adjust the materials based on the difficultiesthe students encountered. 23 students or 57 % say that English is difficultenough for them. When asked about their difficulty in English component,most of them answer grammar 60% and all component 30%. The researcherassumed that their difficulties in grammar are faced since grammar is not105. Jurnal Bahasa Lingua Scientia, Vol. 10, No. 1, Juni 2018

taught communicatively: it was previously taught through its rules or formula

without applying in the real-world tasking instead. Talking about the languageskills, both listening and speaking are the students’ main difficulties with50% or 20 students say that listening is difficult and 42% say that speakingis difficult. When asked about their preferred learning method in the classroom,32% of students are preferred group work and combination. They do noteffectively learn if the learning model only through presentation or lecturing. Question number 7 and 8 ask about whether the topic discussed inEnglish 1 relevant or not for their field of study. 50% students say that thematerial does not suit for them. The last, students are asked the beneficialof studying English for their future, the developer found that 45% studentsagree that English have big advantage for the students’ future career.The Needed Skills Question 1 in the questionnaire of needs analysis point out thesignificance of the needed skills presented in the instructional materials.Proportion on each unit or meeting becomes a consideration. Table 2 showsthe finding of skills priority needed by the students of Islamic Educationfrom the most to the least important. Students are asked to rate or providenumbers from 1 tp 4 on each skill. The result is then presented in a tablewith its percentage. Table 2: Skill priority Listening Speaking Reading Writing 12,5% 50% 22,5% 15% The resulted data from the questionnaire shows that speaking takesthe first priority in providing materials for the students. 50% of studentsagree that speaking must more be included in the lesson for prime portionin materials. Option A in question number 3 indicates that speakiang reallybenefits for the students. Most of the students or 62% choose A, Job interviewbecause they really aware that English is very important for their future job. Most of the students agree that writing has big portion skill applied

in the ESAP materials.Their need of writing is really significant for the

students proven that most of them 20% choose report composition will usewriting skill. 40% say it is very useful for them when there is a test requiringwriting competence such as in certain international companies or a test forcontinuing studies abroad. 62% students agree that they do need readingskill for understanding the English text found in book or article as theirreference for their field of study. Some others, 22% of them, reading skill isvery helpful in understanding banking application. The need of listening for TOEFL test is beneficial, 52 % of themmention that listening competence is helpful for them to understand listeningtest in TOEFL. It indicates that students need to past TOEFL test in the future,and they consider that listening is very difficult for them.The Needs of The Contents Question number 6 of the questionnaire tries to ask the students whatEnglish they really need for semester 2 they will take. 81% agree that Englishfor Islamic education is a need for them for their preparation of apprenticeshipand future job notably corrrelate with their field of study. English for Islamiceducation students is developed by the developer specify the English needin education generally.The Teaching Method There are 32% of the students agree that they need skill-basedteaching in order to gain more benefits for them especially in written andoral communication. The emphasis of skills teaching, especially for speakingand reading as the most chosen skills, needs to be applied in the instructionalmaterials. Grammar-based teaching using communicative grammar is alsostill needed for them since the result of needs analysis show that grammaris one of the most difficult English component for them. In English 1, thestudents studied only vocabulary and reading in mixed topics which did notcorrelate with their field of study. That’s why many students, as many as 12%choose grammar-based teaching. The developer provides communicativegrammar for students in which students are not taught grammar strictly and107. Jurnal Bahasa Lingua Scientia, Vol. 10, No. 1, Juni 2018

sparately from the topic but more integratively involved in the topic of eachchapter.Result of Interviews The interview with English lecturer in Islamic education departmentrevealed some facts. Surprisingly, not only he, who does not have Islamiceducation background knowledge, but the other lecturers have the sameproblems. It was also supported by the material provided by Language centerwhich did not focus on each department or English for specific purposes(ESP), rather it was general English focus on grammar and multiple sourcesof information. The material did not demand the lecturer to teach Englishfor specific purposes. The second question was answered automatically, heand the other lecturers did not use another book. This happened for a longtime. Moreover, the materials of the book have never been updated accordingto the need of the students. Sometimes, the lecturer himself, trying to getmaterial that is suit to the department outside the book from the university. From the next questions, most of the topics in English 1 are Islamicstudies and the topics mixed from many departments. This condition lead theteaching –learning process does not really effective. For example, studentsare forced to study Math in English, whereas they do not like math even it istaught in English. When the lecturer asked about his difficulties in teachingEnglish, he said it was very difficult when the students are not interested inthe topic discussed. Moreover the grammar section does not related to thetopic at all. It can be concluded that the topics do not correlated into whatthe students need in the department. The second interview section resulted a number of precious informationneeded in needs assessment. The developer needed this information forselecting and sequencingtopics presented on each unit. The lecturer is veryexperienced lecturer throught his experiences proven by his participations ofnational and international workshops in line with his academic qualification. Based on the interview with students currently graduated from IslamicEducation department, the researcher concluded that the students were not

really satisfied with teaching-learning process in English 2 course. After they

graduated from the university, they do not have any impression in learningEnglish. They said, the teaching-learning process was not meaningfull whenthey can not apply the knowledge in real life. They hope that teaching-learning process of English in Islamiceducation program would be better than their previous experience. Because,however, English is useful language for bettering the future career. TheEnglish teaching is oriented more toward specific Islamic education andprofessional language. And the last, they suggest to give students more time topractice English, thus adding the lesson time in order to gain effective result.Result of Expert Validation Thereare three experts involved in this phase in which the developerappointed expert in ESAP and expert in Islamic education. The proof readersare English lecturers in IAIN Kediri, one from English department and theother is from Islamic Education department. The initial consultant conducted with the expert from Islamiceducation. The first judgment came up from the comment to the cover of thebook. The title before revision is “English for IslamicStudents”, and it wastold that the title was too general, the tittle of the book is not for educationstudents but it was also for another faculty, like Sharia faculty or Islamic law.The developer needed to specify the tittle of the book. The most importantcorrection was that the book has to include the conversation about classroomor teaching conversation. Related to the content, the expert in ESAP suggested to includethe education topic from outside Indonesia, in order to broaden students’knowledge. He also remind to include the syllabus of the book and thecompetence should be reached by the students. Related to exercises, the very many errors came from the clearness ofthe instruction. The expert said that most of the instructions in the activitieswere not easy to understand. The language used in the instruction is notunderstandable for the students, since the developer still mix Bahasa in the109. Jurnal Bahasa Lingua Scientia, Vol. 10, No. 1, Juni 2018

instruction. The developer needed to make more clear instruction for students. Related to general element, so far the lay out is good enough. Themistake came from the unconsistency of the size of the font, the space in aparagraph and the form of the font. The developer was asked to be consistentto differentiate between what is instruction and what is material. It will makeeasy to follow the content of the book. Besides, the developer needed to payattention on the picture used, it is related to culture. Overall, the score is good,but some of the picture used do not reflect Islamic education and Indonesianeducation. Thus, the developer needed to consider the suggestion. All of suggestions given by experts in the previous phase were veryprecious for the developer to attain improvement of the materials. Thedeveloper did what it took to make the revised materials better than before. There are some needed revision after the expert giving their judgment.The revision related to the content, the exercise and the lay out of the Englishmaterial. Related to the content, the developers revised the content aboutteacher topic. Before revision, the figure in teacher was not from muslimeducation figure. Islamic education expert suggest to give the example ofsuccessful teacher in order to show that muslim has very good teacher to beimitated or followed by others. Moreover, the other expert asked the developer to delete the point ingrammar if it is not related to the topic. Nevertheless, before the revision,the grammar supplement stand alone without any relation with the topic inthe chapter. Then the developer decided to have communicative grammar,in which the grammar are taught communicatively based on the topic andrelated to real-world task. Thus the teaching grammar will not be too strictin discussing the rule, but more about how to use grammar in real situation.It is also based on the students need questionnaire where grammar is still inhigh place for students necessary. On the other hand, related to the communication, Islamic educationcan not be separated with classroom / teaching transaction. Before revision,there is no any discussion on classroom transaction, meanwhile the students

need those kinds of transaction in real life. The developer tried to find materialrelated to classroom transaction in integrated skills. It consisted with threeskills putting together in one task, listening, speaking and writing howeverthe students also study grammar in real world transaction. Talking about the exercise, the revision is about how to make shortclear instruction for students to avoid confuseness of instruction. Clearinstruction will avoid misundersatnding in doing the tasks provided. General element in the product is more about the use of appropriatepicture, design on the instructions and the font used. Improvement had alsobeen made for texting placement and font size and picture used. It wasconsidered important with the aim to make the readers enjoy reading the textand exercises. Apart from consultation to graphic designer, thedeveloper alsotook examples from another book as acomparison and inspiration.Field Note of the Tryouts When observing a culture, setting, or social sitution, field notes werecreated by the researcher to remember and record the behaviors, activities,events and other features of the setting being observed. Field notes are meantto be read by the researcher to produce meaning and an understanding ofthe culture, social situation or phenomenon being studied. The tryouts wereconducted in three phases. Before the developer held the try out in realclass, the developer gathered some students to make a small class in orderto try out the product. It was held for 20 students from Islamic educationstudents. On October 8th,2017 this group was taught by the developer herselfusing lesson one. Moreover, the developer also copied the students all thelessons of the book. It was aimed to know the students response after theyare taught using the product. The students were also given a questionaire toevaluate the product. During the process of teaching-learning, the researcher observed thestudents and the teacher about how the usage of the book or found out anyproblems that they were facing when they used the book. In the end of the lastteaching learning process, the researcher gave questionaires to the students111. Jurnal Bahasa Lingua Scientia, Vol. 10, No. 1, Juni 2018

and conducted interview to the teacher and several students. The data thatwere taken during trial runs, result of the interview and questionaire wouldbe base information to revise draft into final draft. During the class, as usual the instructor gave opening by du’a, andthen the students were asked to see the pictures on content vocabulary. Thisis a good activity when students trying to give a definition of each word fromthe picture. The lecturer encauraged students to use English. Move to thenext section “think about it” students were ancuraged to think, to rememberand to raise their background knowledge. Very active discussion came upfrom the questions in this section. Step by step, reading comprehension wasalso discussed by the students and the lecturer, followed by “communicate”section, students practiced to speak some expressions and the last to see theircorrectness, grammar supplement was also discussed by the students. On the“reflection” section, the developer got much valuable information. Overall,the students liked the product and very interested in. They enjoyed the lesson,it was very active class, they like the topic on education, but there were somenotes, that the students do not like if the figure of education or teacher was notmuslim. They wanted to study vocabulary in form of synonym and antonymin order to enrich their vocabulary. Finally, the listening section integratedwith speaking is the most interesting one for the students. The result of thequestionaire showed the positive response from the students. At the second try out, the developer did not teach the students byherself, rather the lecturer of the class itself. The try out was held on October10th, 2017 in class C of Islamic education department. The developer onlyobserved what happened during the class. As usual the class start to evokestudents schemata from the vocabulary content and think about it section.The process can not be separated from using bahasa because of the lackof vocabulary. After the students ready for the main reading, they wereintroduced to the main topic, entrepreneurship. Although the figure is notmuslim, the next task, students were asked to find Indonesian muslim successteacher. In the section of what characteristics owned by the teacher, the very

active discussion reveal. The following step, is discussion what the teachersdid in the past to make them success. The discussion lead to the discussionof past tense, but still related to the topic of teaching. The obstacle arosewhen the students have lack vocabulary to express something in the past. The rest of the time was used to review the speaking section, studentswere asked to listen to the dialogue in telephoning from the record. Whenthe task was given, students got difficulties to listen on correct pronunciationand writing, but when they were asked to perform the dialogue in telephone,they could do it really good. To sum up, there were two aspects that needed to add for the materials.The developer considered to supply the materials with the example of muslimteacher and a good example of telephoning. The developer believed, whenthey have been included, the material became better for students’s activities. The last try out was conducted in different class, that was Educationmanagement department, B class on October 17th,2017. The backgroundknowledge was activated for about ten minutes in thinking about the Islamiceducation in Indonesia, students were asked to discuss in pair. After all, thediscussion continued to the comparison of Indonesian Islamic education andMalaysian Islamic education. The comprehension on reading followed bysome questions students needed to answer. Still education quality seen fromthe akhlak of the people, that’s why the speaking section is about how tobe good in transaction in classroom using requesting and asking help. Theobstacle came up again when students cannot really understand the recordeddialogue by native speaker. Thus, the developer decided to add once moreexercise in listening with the aim to make students familiar with the languageused by native speaker.Result of Textbook Evaluation from Students Overall, the response of students is good, since the students givescore from 3 to 4. The sudents were given questionnaire about the entireperformance of the book. It consists of 10 question with the range scorebetween 0 to 4, with 0 indicating very poor and 4 indicating excellent.113. Jurnal Bahasa Lingua Scientia, Vol. 10, No. 1, Juni 2018

Related to the cover of the book, 45% students answered, yes the coverwas appealing. As well as 30 % students, answered the visual imagery ishigh aethetic quality. Asked whether the students interest to read the text, asmuch as 24 % answered completely interested. The good response was inthe topic presented, 65 % of the students answered completely yes the topicrelated to their department. But still, related to the instruction, the answersof the students are 52% answer partially and the rest answered yes. Maybe,it was because the instruction often too long to read. Following the three-time tryouts, the revision needed to be done toproduce final product. Second revision was based on the weakness cameup in the tryouts and students’ judgment to the book. To sum up, requiredrevision gained from three lessons have been accomplished. The need togive figure of muslim teacher in lesson three. Paralleling the whole material,listening section should be added in every lesson. Another revision, is theexercise in vocabularies, since the vocabulary owned by the students were solimited. Field tryouts proved that it was very effective in meeting students’needs. Last, several instructions had been improved to enhance students’understanding of what they were likely to do for the tasks. Having revisedall things necessary after tryouts, it means that the materials had already gotempirical validity till it would finally be validated by the experts.Sections in The Product The product of the research and development contains 10 lessons,in each lesson there some sections and some interacive tasks for students.It integrates the four skills and three English component. Each section letsthe students to explore the skills and English component integratively andinteractively. The sections in the lessons:Contentvocabulary, Think aboutit, Part one: Reading, Part Two : Communicate, Part Three : GrammarSupplement, Project and Reflection

CONCLUSION English competence in communication skills has been identified as the

problem faced by the students of Islamic education departement. The problem

has been caused by the existing materials adopting merely general Englishwith the emphasis of grammar based teaching. The goal of the curriculumrequiring the students to be able to develop communicative competence isstill in doubt in its practice. Students who take English 1 and 2 courses aretaught English for general rather than using it in the real context of language. After conducting all the steps or satges of research and developmentand following all the principles of the theory used, The writer come toconclusion that the resulted product of materials having been validated hasa number of strengths. This product of materials has been suitable for it isproven with its synchronization with students needs in semester 2. Contentmatters a prime basis of which an ESAP materials are composed, notonly used to being in academic context, students could aslo enhance theircommunicative skills through functional expressions they will need in thefuture job and on the job training. In addition, this product of materials proviedes effective learningmode with the principles of CTL highlighting experiential learning withthe goal to more productive learning. Real-world tasking enables them toproduce more target language in order they to develop their communicstiveskills. The third strength appears in this product of materials in the matterof attractiveness. High aesthetic pictures concerning with the topics andcover of the book could attract students as the users of the materials. Thedeveloper used pictures since they have been found unavoidable to attractthe readers whether they like the materials or not. Language authenticity,however, becomes the next strength. The other strength is that, this bookalso uses communicative grammar which make students easier to knowtheir errors in using Englsih. The lecturers do not have to be worried inanticipating students errors. Because of the time limitation on constructing the book, the developerhope that the lecturer who will use the book can be very critical in using thebook and aware of necessary revision when the materials are implemented115. Jurnal Bahasa Lingua Scientia, Vol. 10, No. 1, Juni 2018

in teaching-learning process. On the other hand, the exercises are so limited,

thus teachers are allowd to add another necessary exercisesrelated to thetopics in the book in line with CTL principles.